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Physical literacy has become a focus in school physical education and youth sports programs. Despite the global attention, physical literacy remains an elusive concept in regards to its definition, assessment, and interventions. In this article, we review the existing scholarship on physical literacy definitions, assessments, and interventions. We first present the historic evolution of physical literacy and the various definitions, followed by a synthesis of its underlying components. We next summarize the current physical literacy assessments along with a commentary on the challenges to accurately and feasibly assess the concept. Following this we describe the characteristics and efficacy of the existing physical literacy-related interventions in children and adolescents. The article concludes with an interpretive discussion of the findings to stimulate future efforts of research, practice, and policy for fostering physically literate individuals. [ABSTRACT FROM AUTHOR]

An important goal of physical education (PE) is to educate children to become physically literate and active of their own accord. This study capitalized on examining the roles of students' attitudes toward PE and physical activity and fitness (PAF) knowledge in physical activity and sedentary behavior participation. Students from a public middle school in a Midwestern state in the United States of America responded to two surveys. One survey consisted of demographic and PAF knowledge questions for middle school students, and the other survey included the Attitude Toward Physical Education Questionnaire and the Youth Activity Profile. Structural equation models showed that perceived enjoyment and perceived usefulness, as affective and cognitive dimensions of attitude toward PE respectively, demonstrated small effects on physical activity and sedentary behavior, while perceived enjoyment further showed a moderate effect on PAF knowledge, after controlling for gender and grade. These findings indicate the need to deliberately foster students' positive attitudes toward PE in middle school years. It is argued that future pedagogy research on youth physical activity should also include sedentary behavior as a focal variable. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine Greek preservice physical education (PE) teachers' presuppositions, beliefs and mental models about the reproduction and production teaching styles. The participants were 16 preservice PE teachers (10 males, six females). A qualitative methodology was used with data collected using semi-structured interviews. A multi-level analysis process using open coding and axial coding was sequentially conducted. Findings revealed two generative mental models about teaching styles. For the first mental model (n = 5), learning is considered as a transmissive and unidimensional (i.e. one goal pursued at a time) process. Presuppositions supported by this mental model urge the preservice teachers to believe that the reproduction teaching styles promote effective learning, class control, students' safety and discipline. For the second mental model (n = 11), learning is viewed as a constructivist and multidimensional (i.e. multiple goals pursued at a time) process. Presuppositions supported by this mental model urge the participants to believe that the production teaching styles effectively promote students' learning, critical thinking, responsibility, motivation, autonomy and discipline. The aforementioned mental models highlight the developmental nature of preservice PE teachers' learning concerning the production and the reproduction teaching styles. These mental models reveal the diversity of PE preservice teachers' understanding of the teaching and learning processes. Furthermore, findings support Vosniadou's assumption that learners come to formal education not as a tabula rasa but holding a naive understanding about the world. [ABSTRACT FROM AUTHOR]

Obesity prevention and control have been identified as top public health priorities in modern societies. Sport and exercise science researchers from multiple perspectives (e.g. behavioral, pedagogical, psychological, and physiological) have been active contributors addressing this topic. This paper examines the importance of energy balance (EB) knowledge in enabling behaviors associated with weight management in youth (e.g. physical activity and dietary behaviors). Relevant research studies were searched using ERIC, Proquest, PubMed, and Scopus. A total of 48 articles that met the inclusion criteria were identified and retrieved. The research findings of the included articles were summarized after being thoroughly reviewed. The paper reveals mixed findings about the association between EB knowledge and behaviors, reinforcing the importance of developing knowledge through education. The literature review further identifies that there is inadequate knowledge about EB among youth, coinciding with a national call for action to enhance EB education in schools. The knowledge inadequacy is related to two plausible reasons: the science of EB is still evolving and systematic EB education is lacking in schools. In addition, while some school-based EB education programmes are available, many of these programmes are expensive and lack generalizability and sustainability over time. The paper concludes with a proposal to enhance EB education using concept-based physical education. [ABSTRACT FROM AUTHOR]

Schools are positioned to play a key role in nurturing students with knowledge and behaviours associated with healthful living. Our study examined the effects of an intervention on energy balance (EB) knowledge. Twelve 6th and 7th grade classrooms (n = 140) were assigned to receive either two standardised lessons on EB or a combined intervention that featured the same EB lessons, integrated with self-monitoring technology. EB knowledge was pre- and post-measured using a standardised written test, while the situational interest was measured at the end of experiment. Repeated measure analysis of variance and multivariate analysis of variance were conducted, to capture the differences in EB knowledge by time and group, and situational interest by group, respectively. Both groups significantly enhanced EB knowledge over time (F1,112 = 11.85; p = .001; η2 = .10), but the combined group demonstrated a greater increase (F1,112 = 5.36; p = .02; η2 = .05). An item-by-item mean comparison of EB knowledge and correct percent scores confirmed the above result (i.e. combined group versus education group: 7% versus 2% EB knowledge increase).The two groups were equally motivated to participate in the experiment, showing similar levels of total interest (education group: M/SD = 4.00/.68; combined group: M/SD = 4.17/.74; p = .18). The research findings and their implications are discussed. [ABSTRACT FROM AUTHOR]

Motivation to learn is a disposition developed through exposure to learning opportunities. Guided by the expectancy-value theory of Eccles and Wigfield (1995), this study examined the extent to which expectancy belief and task value influenced elementary school students’ physical activity and knowledge learning in physical education (PE). Students (N = 753) from 15 US public schools contributed student-level and class-level data. With a 2-level design, the data were analyzed using hierarchical linear modeling. Physical activity (t = 3.18; p < .01) positively predicted fitness knowledge. Attainment value (i.e. perception of importance) as the only expectancy-value construct, significantly predicted fitness knowledge (t = 3.07; p < .01), when physical activity was held constant. As the physical activity intensity increased, the positive prediction of attainment value to knowledge attenuated and then turned negative (t = –3.10; p < .01). The study indicated that although a physically-active context helps students to make sense of fitness knowledge, a vigorous context shifts their motivation away from cognitive learning, toward physical participation. To resolve the difficulty of attaining learning objectives both physically and cognitively, PE teachers may want to maintain an active learning context with moderate physical intensity. Future research should address the effect of learner motivation on dual or multiple learning outcomes in PE. [ABSTRACT FROM AUTHOR]

This study examined the effects of using Physical Best lessons to promote adolescent energy balance knowledge and task values. Seventh graders (N = 90) were randomly assigned to the experiment and the comparison groups. The experiment group took 10 selected Physical Best lessons, while the comparison experienced 10 district lessons. Pre- and post-measurements of knowledge and task values were taken at the beginning and the end of the experiment. Analysis of covariance and multivariate analysis of variance were conducted to test the difference over time and between the groups in energy balance knowledge test scores and task values. Both groups improved knowledge test scores, but the experiment group scored significantly higher than the comparison, controlling for the pre-test. The comparison group reported higher initial attainment values which declined over time, while the experiment group increased. The findings suggested that Physical Best lessons were effective (ηp 2=.18) in improving students’ energy balance knowledge in 10 structured lessons, and that students reported a higher perceived value about the importance of physical education after they learned energy balance and exercise principles. Perhaps these concepts should be taught in physical education to improve student knowledge and perceived values of the subject. [ABSTRACT FROM AUTHOR]

In physical education, it has become necessary for children to learn kinesiological knowledge for understanding the benefits of physical activity and developing a physically active lifestyle. This study was conducted to determine the extent to which cognitive assignments about healthful living and fitness contributed to knowledge growth on cardiorespiratory fitness and health. Fourth grade students (N = 616) from 15 randomly sampled urban elementary schools completed 34 cognitive assignments related to the cardiorespiratory physical activities they were engaged in across 10 lessons. Performance on the assignments were analyzed in relation to their knowledge gain measured using a standardized knowledge test. A multivariate discriminant analysis revealed that the cognitive assignments contributed to knowledge gain but the contribution varied assignment by assignment. A multiple regression analysis indicated that students’ assignment performance by lesson contributed positively to their knowledge growth scores. A content analysis based on the constructivist learning framework showed that observing–reasoning assignments contributed the most to knowledge growth. Analytical and analytical–application assignments contributed less than the constructivist theories would predict. [ABSTRACT FROM PUBLISHER]